Evaluating Engineering Learning: A Comparison of Project-Based-Learning to Traditional Engineering Education

评估工程学习：基于项目的学习与传统工程教育的比较

• 批准号: 1043821
• 负责人: Ronald Ulseth
• 金额: $ 25万
• 依托单位: Itasca Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1043821&HistoricalAwards=false
• 关键词: Evaluating; Engineering; Learning; Comparison; Project

This project is continuing to develop and evaluate a substantially new model for engineering education known as the IRE (Iron Range Engineering) model, built on project-based learning (PBL). In IRE, students work with industrial professionals on design projects. The goal is to produce graduates who possess integrated technical and professional knowledge and competencies. IRE students are upper-division mechanical engineering students most of whom are graduates of Minnesota's community colleges. IRE students do not take classes. All of their learning is done in the context of the industry projects. The publication of Engineer 2020 in 2004 reiterated the need for a new-look engineering graduate. The IRE model has been developed with guidance from respected leaders in engineering education. In addition to industry-based PBL, the model includes outcome-based assessment, just-in-time interventions, self-directed learning, and emphasis on reflection. The emphasis of this project is on the evaluation of how engineering learners develop in the IRE model. The project is assessing the extent to which IRE students are acquiring knowledge and developing competencies recommended in national reports and by ABET (the Accreditation Board for Engineering and Technology). This evaluation is using various assessment tools (such as the Self-Directed-Learning-Readiness Scale, the National Survey of Student Engagement, the TIDEE design assessment system, selected concept inventories, and best-practice portfolios) to measure realized outcomes with respect to the goals. The results of this project are bring shared with the widest possible audience Intellectual Merit: The primary emphasis of this project is on the development of learning outcomes that have been spelled out in national reports, including The Engineer of 2020 and ABET. This emphasis is in contrast with a heavy emphasis on topical material that characterizes many of the engineering programs throughout the world. Faculty members in the new IRE program invest heavily in developing the abilities of students to assess their development with respect to these outcomes. To support self assessment, faculty members are teaching the IRE students criteria that are assisting their metacognitive thinking. Broader Impacts: Successful completion of this project is providing engineering educators with a researched-based understanding of how effectively students learn engineering in project-based learning. The results of this study will make visible the extent to which students in engineering PBL develop cognitively, acquire technical competency, acquire professional competency, and the extent to which their motivation to learn is affected.

该项目将继续开发和评估一种全新的工程教育模式，即基于项目的学习（PBL）的IRE （Iron Range engineering）模式。在工业设计学院，学生与工业专业人士一起设计项目。目标是培养具有综合技术和专业知识和能力的毕业生。IRE的学生是高年级机械工程专业的学生，其中大多数是明尼苏达州社区学院的毕业生。IRE学生不上课。他们所有的学习都是在行业项目的背景下完成的。2004年出版的《工程师2020》（Engineer 2020）重申了对新面貌的工程专业毕业生的需求。IRE模式是在工程教育界受人尊敬的领袖的指导下发展起来的。除了基于行业的PBL，该模型还包括基于结果的评估、及时干预、自主学习和强调反思。这个项目的重点是评估工程学习者如何在IRE模式下发展。该项目正在评估高等教育学院学生在多大程度上获得了国家报告和ABET（工程和技术认证委员会）所建议的知识和发展能力。该评估使用各种评估工具（如自主学习准备量表、全国学生参与调查、TIDEE设计评估系统、选定的概念清单和最佳实践组合）来衡量与目标相关的实现结果。智力优势：该项目的主要重点是发展国家报告中阐述的学习成果，包括《2020年工程师》和《ABET》。这种强调与强调主题材料形成鲜明对比，主题材料是世界各地许多工程项目的特点。在新的IRE项目中，教师们在培养学生的能力上投入了大量资金，以评估他们在这些成果方面的发展。为了支持自我评估，教师们正在教授IRE学生帮助他们进行元认知思维的标准。更广泛的影响：这个项目的成功完成为工程教育工作者提供了一个基于研究的理解，即学生如何在基于项目的学习中有效地学习工程。本研究的结果将显示工程专业PBL学生的认知发展程度、技术能力习得程度、专业能力习得程度，以及学习动机受影响的程度。